The Evaluative Discourse of the Ministry of Education of Ecuador in the Last Five Years (2016-2020).

Abstract

The general objective of this article is to understand the discourse that the Ministry of Education has maintained on the evaluative process in the last five years (2016-2020) and how, as a result of the pandemic, a linguistic and Copernican turn was made in the way of conceiving evaluation, making the first changes to move from a summative evaluation of product to a formative evaluation of processes and student accompaniment, using for this purpose self-evaluation rubrics with the intention of developing metacognitive processes favoring the self-regulating capacity of the students' own learning. This change became visible when the Ministry of Education (ME or MINEDUC) of Ecuador elaborated a document called "Educational Plan Let's learn together at home" (ME, 2020 a) with the intention of providing pedagogical, methodological, psychoemotional and psychosocial tools for the construction of an ad hoc educational model to guarantee the right to education during the coronavirus pandemic. This document establishes the evaluation parameters in three elements: student portfolio, evaluation rubric and self-evaluation rubric. The methodology used was qualitative, we conducted text and discourse analysis in the different instructions and documents used by the MoE. The results we found were a change in the hegemonic discourse maintained by MINEDUC, moving from a quantitative to a qualitative model, prioritizing self-regulation of learning and student metacognition instead of an objective evaluation in which data and information were reproduced arbitrarily and literally